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Gifted Education in the U.S. | National Association for Gifted Children

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Gifted education varies widely across the United States. Although Federal law acknowledges that children with gifts and talents have unique needs that are not traditionally offered in regular school settings, it offers no specific provisions, mandates, or requirements for serving these children. Cur…

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Gifted Schools and Programs in Canada | Gifted Kids' Schools

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Find a list of the top private gifted schools and programs in Canada, including in Toronto, Vancouver, and Montreal. We also discuss different kinds of gifted programs and forms of support.

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KETUA JABATAN

NAMA : Dr. Noraisah binti Spahat

LATAR BELAKANG

Pada 30 Mei 2018, selaras dengan keputusan Jemaah Menteri, Bahagian PERMATA, secara rasminya telah dipindahkan dari Jabatan Perdana Menteri (JPM) ke Kementerian Pendidikan Malaysia (KPM). Keputusan perpindahan ini adalah relevan dan bersesuaian dengan tujuan dan objektif penubuhan kesemua Program PERMATA yang menyediakan pendidikan berkualiti dari awal usia kanak-kanak sehinggalah ke peringkat pra-universiti. Jemaah Menteri pada 5 April 2019 telah bersetuju supaya nama PERMATA ditukar kepada GENIUS selaras dengan pembaharuan struktur tadbir urus Program tersebut. Manakala YB Menteri Pendidikan Malaysia pada 25 Mei 2019 telah bersetuju dengan penggunaan nama baharu termasuk enam (6) Program yang berada di bawah Program GENIUS. Mesyuarat Susulan Jemaah Menteri Bil.16/2019 pada 8 Julai 2019 yang dipengerusikan oleh YB Menteri Pendidikan juga telah bersetuju bahawa Program GENIUS Insan dikekalkan di bawah Program GENIUS menjadikan jumlah program di bawah Bahagian GENIUS kepada 7 program kesemuanya.

Program GENIUS ditubuhkan bermula tahun 2006 dengan kerjasama daripada pelbagai agensi Kerajaan dan bukan Kerajaan yang terdiri daripada pakar-pakar yang berkaitan dengan pendidikan awal kanak-kanak. Dengan tema 'Setiap Anak PERMATA Negara', Program GENIUS mengalu-alukan kanak-kanak dan remaja dari setiap kehidupan, dengan matlamat menyediakan platform yang dapat mencungkil potensi dan menggilap bakat mereka untuk menghasilkan generasi Malaysia ke tahap terkemuka dan membanggakan. Program GENIUS juga ditubuhkan sebagai pelengkap kepada sistem pendidikan kebangsaan sedia ada selain mewujudkan kesinambungan pendidikan bagi anak-anak Malaysia sejak lahir hingga dewasa ( from cradle to career) dalam memastikan tidak ada anak yang tertinggal dalam mengejar kecemerlangan.

7 inisiatif Program GENIUS ini diselaraskan oleh Bahagian GENIUS. 7 inisiatif tersebut adalah:

Terdapat banyak penyelidik termasuk kajian neuroscience menunjukkan bahawa potensi kanak-kanak mampu diransang pada tahap terbaik pada peringkat awal kehidupan, terutamanya daripada kehamilan hingga usia tiga tahun. Kanak-kanak memerlukan pemakanan, perlindungan, rangsangan, persekitaran emosi, fizikal dan intelektual yang mampu memberi impak positif ke atas perkembangan otak dan seterusnya mempengaruhi perkembangan pertuturan dan bahasa, ilmu kognitif dan kemahiran sosial. Program GENIUS Negara menyediakan asuhan dan pendidikan awal kanak-kanak berkualiti kepada kanak-kanak di bawah umur 4 tahun terutamanya dalam kalangan keluarga berpendapatan rendah. Program ini membolehkan kanak-kanak di bawah umur 4 tahun bermain sambil belajar serta menerokai bidang-bidang kegemaran mereka. Perkembangan menyeluruh kanak-kanak juga dibentuk dengan menggalakkan mereka mengguna kelima-lima deria mereka dalam proses memerhati, meniru, meneroka, cuba-jaya, mengaplikasikan terhadap persekitaran di sekeliling sehingga menjadi sebahagian daripada kebiasaan mereka. Proses rangsangan minda kanak-kanak dibuat secara sistematik dan tersusun melalui 3 kaedah utama iaitu meneroka, mencuba dan mengalami sendiri melalui aktiviti permainan.

Murid pintar dan berbakat mempunyai IQ melebihi 130 (mengikut skor ujian Wechsler Intelligence Scale) dan mempunyai kebolehan kognitif yang tinggi serta mempunyai tingkah laku ' idiosynchrotic'. Mereka memerlukan sistem pendidikan yang lebih luwes agar potensi mereka dapat dilonjakkan ke tahap yang lebih tinggi dan jika tidak diberikan pendidikan yang sesuai, mereka akan menjadi " underachievers ". Program GENIUS@Pintar tercetus kerana satu program khusus diperlukan bagi memenuhi keperluan pelajar-pelajar ini. Program GENIUS@Pintar dilaksanakan dengan kerjasama Universiti Kebangsaan Malaysia (UKM). Program GENIUS@Pintar menawarkan empat aktiviti pendidikan pintar dan berbakat di Pusat GENIUS@Pintar Negara, UKM iaitu;

(a) Program Pencarian Dan Pengurusan Bakat;

(b) Program Pendidikan Menengah;

(c) Program Pengayaan; dan

(d) Program Pra-Universiti.

Program pencarian dan pengurusan bakat murid pintar dan berbakat melibatkan beberapa saringan yang perlu dilepasi bagi setiap murid iaitu Ujian UKM1, Ujian UKM2, Program Perkhemahan Cuti Sekolah (PPCS) dan Ujian UKM3. UKM1 dan UKM2 merupakan dua bentuk ujian saringan kepintaran kognitif berasaskan piawaian dunia yang telah dibina pada tahun 2008 dan mula digunakan pada bulan Mac 2009. Ujian-ujian ini menggunakan pendekatan adaptive testing iaitu ujian 'mengikut keupayaan murid untuk menjawab' bagi mereka berumur 8 hingga 15 tahun. Kolej GENIUS@Pintar juga melaksanakan pendidikan menengah rendah dan menengah tinggi dengan menggunakan kurikulum kebangsaan yang ditambah nilai dengan ciri-ciri mampatan ( compacting), pengayaan ( enrichment) dan pecutan ( acceleration) mengikut kebolehan kognitif murid. Sehingga 2018 seramai 1,057 orang murid telah diterima masuk ke Kolej GENIUS@Pintar Negara, UKM.

Program GENIUS Insan dilaksanakan oleh Universiti Sains Islam Malaysia (USIM) mulai 12 Mac 2010. Program ini merupakan perluasan Program GENIUS@Pintar dengan memberi fokus kepada pelajar pintar dan berbakat beragama Islam bagi melahirkan ilmuwan, teknokrat, pemimpin, pembibit reka serta pemikir Islam masa depan yang mampu menghubung kait dan menyepadukan ilmu sains, teknologi, matematik dan seni dengan ilmu Aqli dan Naqli. Mereka dididik supaya berani, berketerampilan, bersahsiah tinggi, petah, berbudi, beradab dan bertakwa. Pencarian pelajar pintar dan berbakat bagi Program GENIUS Insan bermula seawal umur 8 tahun sehingga 15 tahun. Setiap murid juga perlu melepasi Ujian UKM1, Ujian UKM2 dan Kem Mukhayyam Al-Abrar. Kompleks Kolej GENIUS Insan telah dibina bagi menampung pelajar Program GENIUS Insan di dalam kampus USIM dan mula beroperasi pada tahun 2015. Sehingga tahun 2018, seramai 185 orang murid sedang mengikuti program ini di Kolej GENIUS Insan.

Program GENIUS Seni merupakan usaha bagi membangunkan modal insan dengan menggilap kanak-kanak yang berbakat besar dan berpotensi tinggi khususnya untuk memantapkan program pendidikan seni koir, tari dan muzik kepada murid-murid berumur seawal 7 tahun hingga 18 tahun. Pemilihan diadakan melalui sesi uji bakat dengan syarat berdaya saing bagi melahirkan peserta dan kumpulan yang terbaik. Program ini diletakkan di bawah kelolaan Jabatan Kebudayaan dan Kesenian Negara (JKKN), Kementerian Pelancongan, Seni dan Budaya Malaysia selaku agensi pelaksana. Program GENIUS Seni terbahagi kepada 3 kategori seni iaitu GENIUS Seni Koir dan Seni Tari yang dikelolakan oleh JKKN dan GENIUS Seni Muzik yang dikelolakan oleh Istana Budaya. Setiap kategori GENIUS Seni mempunyai dua peringkat mengikut umur iaitu GENIUS Seni bagi murid berumur 7 hingga 12 tahun dan GENIUS Seni Remaja bagi mereka berumur 13 hingga 18 tahun. Sehingga 2018, seramai 1,445 orang murid telah menyertai program ini.

Program GENIUS Remaja telah diilhamkan sebagai strategi bersepadu berteraskan prinsip pembangunan remaja positif bagi menangani isu-isu remaja berisiko yang semakin berleluasa. Program GENIUS Remaja dilaksanakan dengan kerjasama UKM melalui Pusat Pemerkasaan Remaja, UKM bermula pada 5 Januari 2010. Program GENIUS Remaja mengetengahkan 2 program utama iaitu Komuniti PERKASA ( community-based empowerment) dan Kem PERKASA ( camp-based intervention). Objektif program ini adalah untuk memperkasa dan membangunkan remaja berdasarkan kekuatan atau aset mereka sendiri. Pusat Komuniti GENIUS Remaja telah dibangunkan di kawasan PPR Seri Pantai, PPR Pantai Ria, Perumahan Awam Desa Rejang dan PPR Kg. Muhibah. Antara program dan kelas yang disediakan di pusat-pusat komuniti ini ialah kelas kek dan pastri, kelas vokal dan muzik, kelas fotografi, kelas kecantikan, kelas Bahasa Inggeris dan kelas Fardu Ain. Semenjak dilaksanakan pada tahun 2010, Program Komuniti GENIUS Remaja telah berjaya melibatkan seramai 5,851 orang remaja

GENIUS Kurnia merupakan program intervensi awal untuk kanak-kanak autisme antara umur 2 tahun sehingga 6 tahun. Program ini ditubuhkan susulan daripada penyelidikan, pemerhatian serta lawatan ke pusat-pusat autisme di luar negara dan telah diputuskan supaya sebuah pusat autisme dibangunkan di negara ini. Matlamat utama pusat autisme ini adalah untuk menyediakan perkhidmatan intervensi awal kepada kanak-kanak autisme bagi mengembangkan potensi mereka sepenuhnya, menyediakan mereka untuk pendidikan ke aliran perdana serta meningkatkan kesedaran orang awam mengenai autisme. Pusat GENIUS Kurnia telah dibina di Sentul, Kuala Lumpur dan telah mula beroperasi mulai November 2015. Pusat ini menawarkan 3 aktiviti teras iaitu Program PraSekolah, Program Sokongan Keluarga dan Program Pendidikan Komuniti. Sehingga 2018, seramai 472 orang kanak-kanak autisme telah ditempatkan di Pusat GENIUS Kurnia dan 249 orang kanak-kanak dari Pusat GENIUS Kurnia telah berjaya memasuki ke sekolah aliran perdana sama ada di sekolah KPM mahupun swasta.

Program yang bermula pada Oktober 2017 ini adalah untuk memastikan pelajar lepasan Program GENIUS@Pintar dan Program GENIUS Insan yang merupakan ' top performers' dalam bidang sains, teknologi, kejuruteraan dan matematik (STEM) mengekal dan meningkatkan kebolehan untuk mencapai setinggi-tinggi potensi, mengetahui arus perkembangan dan mengerat hubungan dengan negara walaupun berada di perantauan dan bersedia untuk menerima cabaran yang lebih besar demi kemajuan diri dan negara. Tiga aktiviti teras GENIUS STEM Talent (PST) adalah membangunkan sistem pusat pengumpulan dan penyimpanan data bakat GENIUS STEM serta pelajar pintar dan berbakat yang menyertai Program Pencarian dan Pengurusan Bakat, menyelaraskan keperluan negara dalam bidang STEM dan mengatasi brain drain dengan memanfaatkan kebolehan bakat-bakat GENIUS STEM serta pelajar-pelajar pintar dan berbakat dan mewujudkan satu platform komunikasi atas talian bagi pelaksanaan program pementoran ( mentor mentee) dan penilaian berkala serta penyampaian maklumat yang berkesan antara PST dan komuniti atas talian.

VISI

Memacu Insan Berkualiti, Meraikan Kepelbagaian Bakat, Negara Terbilang

MISI

Menyerlahkan kepelbagaian potensi dan bakat individu bermula daripada pendidikan awal kanak-kanak yang berkualiti untuk memenuhi keperluan negara.

OBJEKTIF

Maklumat sedang dikemaskini

FUNGSI

Fungsi Bahagian GENIUS, Kementerian Pendidikan Malaysia adalah seperti berikut:

Merancang hala tuju, membangunkan program, menetapkan senarai aktiviti, menggubal dasar dan membangunkan Key Performance Indicator (KPI) yang merangkumi:

(a) Program-Program yang berada di bawah tadbir urus Bahagian GENIUS iaitu; GENIUS Negara, GENIUS Kurnia dan GENIUS STEM Talent; dan

(b) Program yang berada di bawah pelaksanaan Agensi Pelaksana; GENIUS@Pintar (UKM), GENIUS Seni (JKKN), GENIUS Insan (USIM) dan GENIUS Remaja (UKM).

Menyelaras keperluan program yang melibatkan peruntukan, pelaksanaan sesi libat urus ( engagement) dengan pelbagai pihak, pengurusan data/maklumat berkaitan dan lain-lain.

Melaksanakan fungsi pengurusan selaras dengan status sebagai Pusat Tanggung Jawab (PTJ) yang melibatkan program di bawah kawalan Bahagian meliputi Program GENIUS Negara, GENIUS Kurnia dan GENIUS STEM Talent iaitu:

(a) pengurusan sumber manusia dan pembangunan organisasi

(b) pengurusan kewangan;

(c) pengurusan pembangunan; dan

(d) pentadbiran.

Memantau prestasi KPI Bahagian bagi tujuan penilaian, di mana penilaian ini mempunyai kaitan dengan Zero Based Budgeting (ZBB) bagi tujuan memohon peruntukan mengurus (OE) tahunan

Melaksanakan fungsi sebagai pengkhidmat ( staffing) dan urus setia kepada Yayasan GENIUS Malaysia

Maklumat sedang dikemaskini

STRUKTUR ORGANISASI

HUBUNGI

Bahagian GENIUS

Kementerian Pendidikan Malaysia

Aras 3, Blok Podium,

Menara Usahawan, Persiaran Perdana,

Presint 2,

62652 Putrajaya

03-8880 5151/5147

03-8880 5166

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NAMA : Dr. Noraisah binti Spahat Pada 30 Mei 2018, selaras dengan keputusan Jemaah Menteri, Bahagian PERMATA, secara rasminya telah dipindahkan dari Jabatan Perdana Menteri (JPM) ke Kementerian Pendidikan Malaysia (KPM). Keputusan perpindahan ini adalah relevan dan bersesuaian dengan tujuan dan objektif penubuhan kesemua Program PERMATA yang menyediakan pendidikan berkualiti dari awal usia kanak-kanak sehinggalah ke peringkat pra-universiti.

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A reflection: The Japanese approach to gifted and talented students

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Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.

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Laman web Pusat GENIUS@Pintar Negara

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Struktur Program Kolej GENIUS@Pintar, UKM – Pusat GENIUS@Pintar Negara, UKM

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Kurikulum yang diamalkan di kolej ini adalah berteraskan kurikulum kebangsaan dan diperkayakan dengan nilai tambah bagi memenuhi keperluan pembelajaran murid pintar dan berbakat. Program ini dijalankan secara dwibahasa (dual Language). Kursus-kursus berasaskan Sains, Teknologi, Kejuruteraan dan Mate…

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Struktur Program Kolej GENIUS@Pintar, UKM

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We are committed to ensuring that the potential of each intellectually gifted student is recognised, nurtured and developed. Learn about the Gifted Education Programme and how we help intellectually gifted students realise their full potential.

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We are committed to ensuring that the potential of each intellectually gifted student is recognised, nurtured and developed. Learn about the Gifted Education Programme and how we help intellectually gifted students realise their full potential.

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Generally, gifted students are known as students who have incredible ability in learning faster. The ability in learning faster of gifted students which exceed their peer needs special education services properly to avoid students being underachiever. This article will present the definition, history and representation of how Indonesia government support education for gifted students in the last one decade. The development of gifted students in Indonesia is affected by the policy from Ministry of Education and Culture. This effect is showed by the government policy by developing some new programs and stopping the program for gifted students. The concern of the negative impact on the potential gifted students who are not being served will be discussed. The implication of the study showed theoretically the support of the government on gifted students' education is improving. However, practically, the government decision in gifted students' program development is limited by a stiff policy which causes inflexibility of gifted students. Besides students are not allowed to be free in deciding their chosen which is appropriate to their potential, this policy caused worries on the psychology aspect of the gifted students. This article provides the alternatives of decision making through some rational programs to solve the government worriedness.

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A Review on Indonesia Policy in Supporting Gifted Students Education

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Generally, gifted students are known as students who have incredible ability in learning faster. The ability in learning faster of gifted students which exceed their peer needs special education services properly to avoid students being underachiever. This article will present the definition, history and representation of how Indonesia government support...

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Developing Gifted and Talented Education Program: The Malaysian Experience

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The Malaysian Education Act 550 (1996) outlines six dimensions of national education system namely, the pre-school, elementary, secondary, post-secondary, higher, and special education. Thus, the other paradigms of education; for instance, gifted education, are not considered as mainstreams and do n…

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Digital Innovators Programme (DIP) is a digital technology track introduced in Pusat Genius @ Pintar UKM from 2021 onwards

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Digital Innovators Programme

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Sejarah Pusat GENIUS@Pintar Negara

Bermula dengan pengujian IQ ke atas Adi Putra oleh pakar dari UKM, universiti ini seterusnya telah dipilih untuk menjadi pelaksanaan kepada program PERMATApintar Negara. Pusat PERMATApintar® Negara ini dinaungi oleh isteri Perdana Menteri YBhg. Dato' Seri Haji Mohammad Najib bin Tun Haji Abdul Razak iaitu Datin Seri Paduka Rosmah Mansor. Program PERMATApintar ini diletakkan di bawah bahagian PERMATA di Jabatan Perdana Menteri.

Kerja-kerja asas mengumpul maklumat dan meninjau program pelajar pintar dan berbakat luar negara telah dilakukan sendiri oleh Datin Seri Paduka Rosmah Mansor dan dibantu oleh YBhg. Prof. Tan Sri Dato' Dr Sharifah Habsah Syed Shahabuddin (yang merupakan Naib Canselor Universiti Kebangsaan Malaysia (UKM) pada masa itu. YBhg. Datin Seri Datin Seri Paduka Rosmah Mansor dan YBhg. Prof. Tan Sri Dato' Dr Sharifah Habsah Syed Shahabuddin serta beberapa pakar dan pegawai UKM merupakan individu-individu yang berkobar-kobar memperjuangkan pendidikan bagi pelajar pintar cerdas di Malaysia pada masa kini.

YAB isteri Perdana Menteri dan YBhg. Prof. Tan Sri Dato' Dr Sharifah Habsah Syed Shahabuddin telah melawat beberapa tempat untuk mendapatkan gambaran lebih lanjut tentang bagaimana pendidikan pelajar pintar dan berbakat dijalankan di luar negara. Antaranya ialah Universiti Mahidol di Thailand, High School for Math and Science di National Universiti Singapore, Beijing Number 8 High School Beijing, Centre for Talented Youth, John Hopkins University, Lita Hollingworth Gifted Center (Universiti Columbia), New York dan beberapa institusi pintar dan berbakat lain. Setiap lawatan yang dilakukan memberikan gambaran bahawa pelajar pintar cerdas mempunyai keperluan pembelajaran yang unik dan perlu dipenuhi, bagi memastikan mereka benar-benar membina potensi diri ke tahap yang maksima. Melalui lawatan tersebut, setiap pihak yang terlibat dalam projek PERMATApintar telah mendapat gambaran bagaimana program pendidikan pelajar pintar cerdas boleh dijalankan di Malaysia dengan jayanya.

Kesinambungan daripada lawatan tersebut, satu kertas kerja mengenai penubuhan Pusat PERMATApintar® Negara telah ditulis dan dibentangkan oleh YBhg. Prof. Tan Sri Dato' Dr Sharifah Habsah Syed Shahabuddin kepada YAB Dato' Sri Haji Mohammad Najib bin Tun Haji Abdul Razak (yang merupakan Timbalan Perdana Menteri ketika itu). Kelulusan untuk menjalankan satu projek bagi menampung keperluan pembelajaran pelajar pintar cerdas telah diperolehi pada 25 November 2008. Satu jawatan kuasa pemandu seterusnya yang ditubuhkan yang dianggotai oleh:

YAB Datin Seri Paduka Dr. Rosmah Mansor (Penaung)

Tan Sri Dato' Dr. Sharifah Hapsah Syed Shahabuddin, Naib Canselor, UKM

Dekan Fakulti Pendidikan, UKM

Pengarah Pusat PERMATApintar Negara, UKM.

Timbalan Pengarah Pusat PERMATApintar Negara, UKM.

Presiden Persatuan Kanak-Kanak Bergeliga Malaysia (NACGM)

Wakil KPM

Wakil KPT

Universiti Kebangsaan Malaysia telah diumumkan sebagai pelaksana program dan sejumlah dana telah diberikan oleh Bahagian PERMATA di Jabatan Perdana Menteri untuk memulakan projek tersebut di tiga bahagian iaitu a) Bahagian Pengurusan Bakat b) Bahagian Perkhemahan Cuti Sekolah, dan c) Bahagian Sekolah PERMATApintar, UKM. Dan d) Program ASASIpintar.

Majlis pelancaran untuk mengumumkan program pelajar pintar cerdas di Malaysia dilakukan pada 2 Mac 2009. Pelancaran tersebut dilakukan oleh YAB Datin Seri Paduka Rosmah mansor, di Universiti Kebangsaan Malaysia. Pada masa yang sama, majlis menandatangi surat Tunjuk Hasrat untuk bekerjasama telah dilakukan oleh Dr. Julian Jones, Pengarah Hal-Ehwal Antarabangsa John-Hopkins University-Center for Talented Youth dan YB Prof. Tan Sri Dato' Sharifah Hapsah Syed Shahabudin, Naib Canselor UKM. Ini adalah titik permulaan program pengayaan yang dibina khusus untuk pelajar pintar cerdas di Malaysia yang dikenali sebagai Program Perkhemahan Cuti Sekolah PPCS.

Pada masa yang sama, pelancaran ujian PERMATApintar UKM1 secara dalam talian juga telah dilakukan. Dua ratus lima orang pelajar dari sekolah harian dan sekolah berasrama penuh telah dijemput ke UKM untuk mencuba ujian tersebut. Pelancaran tersebut merupakan permulaan kepada 'perang ujian IQ' yang telah berlangsung selama empat bulan, dari bulan Mac sehingga Jun 2009. Seramai 212,486 orang pelajar telah mencuba ujian PERMATApintar UKM1 dan seramai 4682 orang pelajar telah berjaya menempatkan diri untuk mengambil ujian PERMATApintar UKM2 yang dijalankan pada Ogos 2009.

Pada masa yang sama, satu perjanjian telah dimaterai antara Universiti Kebangsaan Malaysia dan John Hopkins University - Center for Talented Youth, Baltimore, Amerika Syarikat pada 15 April 2009 di Shangri-la Hotel, Kuala Lumpur bagi membantu memulakan program pengayaan bagi pelajar-pelajar pintar cerdas di Malaysia. Prof. Datin Siti Rahayah Ariffin, Dekan Fakulti Pendidikan, UKM telah mewakili UKM, Dr Lea Ybrra, Pengarah Center for Talented Youth, telah mewakili John Hopkins University dalam perjanjian tersebut.

Pusat PERMATApintar® Negara kini tertubuhnya dengan beberapa unit di yang mana salah satunya iaitu Kolej PERMATApintar iaitu projek sekolah PERMATApintar untuk pelajar berusia 13 hingga 17 tahun. Menurutnya lagi, projek Sekolah PERMATApintar UKM telah bermula pada Januari 2011. Sekolah ini dianggap sebagai satu makmal pengajaran dan pembelajaran pelajar pintar dan berbakat di mana kaedah pengajarannya lebih tertumpu kepada pembelajaran berbentuk ' differentiated learning '. Pelajar-pelajar belajar mengikut kemampuan diri sendiri dengan dibantu oleh guru pakar yang memang mahir dalam setiap bidang yang diajar. Prof. Datuk Dr. Noriah Mohd Ishak merupakan individu merangkap Pengarah dari tahun 2011 hingga 2019. Kini jawatan Pengarah digantikan oleh Prof. Madya Dr. Rorlinda Yusof mulai 2020.

Sumber: PERMATApintar Negara: Pengalaman UKM (2009)

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Bermula dengan pengujian IQ ke atas Adi Putra oleh pakar dari UKM, universiti ini seterusnya telah dipilih untuk menjadi pelaksanaan kepada program PERMATApintar Negara. Pusat PERMATApintar® Negara ini dinaungi oleh isteri Perdana Menteri YBhg. Dato' Seri Haji Mohammad Najib bin Tun Haji Abdul Razak iaitu Datin Seri Paduka Rosmah Mansor.

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PERMATA pintar pusat pelajar genius | Berita Harian

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DITAWARKAN menyambung pengajian di universiti terkemuka dunia seperti Universiti Cambridge, United Kingdom dan Universiti Boston, Amerika Syarikat pada usia mencecah 15 tahun mungkin agak mustahil, terutama bagi pelajar menengah di sekolah biasa.

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Davidson Academy Online virtual open houses provide an opportunity to learn more about this school for highly gifted students through the voices of our students, parents, and instructors. Register today! https://t.co/ydDiJQmi3J #gifteded #giftedschool https://t.co/TiX5QfutW4

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Enrichment Programs for Gifted Students | Davidson Institute

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https://webpendidikan.my/5-kelebihan-pusat-genius-pintar-negara/

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Adakah anda tahu apa itu genius Pintar, sebelum kita meneroka lebih jauh lagi, suka untuk saya kongsikan definisi terhadap pintar dan genius. Pintar atau genius dapat didefinisikan sebagai kemampuan intelektual semulajadi yang lain dari yang lain, kreatif, atau pencapaian di luar kotak dalam sesuatu bidang. Pelajar pintar seperti ini perlu dikenal pasti dan digilap potensi yang ada sehingga berjaya.

Hasilnya, mereka mampu untuk menyumbang sesuatu yang besar bukan sahaja kepada negara malah dunia. Antara nama yang terkenal juga dikenali sebagai genius adalah seperti Albert Einstein dalam bidang Fizik. Namun begitu, pengabaian terhadap kelompok pintar ini boleh menyebabkan keburukan seperti tekanan emosi dan berlakunya perkara yang tidak sepatutnya.

Adakah anda tahu tentang beberapa nama anak Malaysia yang dikenali sebagai pintar namun akhirnya tidak berjaya?

Sebagai contoh, Sufiah Yusof yang yang menuntut di Universiti Oxford ketika berusia 12 tahun, Shukri Hadafi yang menggemparkan Malaysia pada tahun 1976, sudah pandai membaca sejak berusia 3 tahun, Nur Fitri Azmir Nordin, pelajar genius Matematik pada tahun 2015 dan Adi Putra, pelajar genius Matematik pada tahun 2009. Mereka semua akhirnya menghadapi masalah dalam hidup akhirnya tidak mampu membanggakan negara lagi.

Oleh itu, tercetusnya inisiatif yang baik bagi mengetengahkan potensi pelajar pintar intelek semulajaadi iaitu penubuhan Pusat PERMATApintar Negara atau kini dikenali sebagai Pusat Genius Pintar, Universiti Kebangsaan Malaysia. Program ini khusus kepada pelajar pintar dan berbakat yang berumur 12 hingga 17 tahun di Malaysia. Pusat ini telah dibangunkan pada tahun 2009 oleh Professor Datuk Dr. Noriah Mohd. Ishak dan Datin Paduka Seri Rosmah Mansor sebagai penaung yang terinspirasi dengan sekolah pintar di luar negara. Tujuan utama penubuhan pusat ini adalah untuk mengelakkan masalah 'brain drain', mengenalpasti pelajar pintar dan berbakat dan mengembangkan setiap potensi yang ada. Pengarah Pusat Genius Pintar kini adalah Prof. Madya Dr Rolinda binti Yusof.

Terdapat 3 program yang ditawarkan di bawah pusat ini. Antaranya adalah Program Perkhemahan Cuti Sekolah (PPCS) (9 hingga 15 tahun), Kolej Genius Pintar Negara (12-17 tahun) dan Program ASASIpintar (Pra-Universiti). Kini, Pusat Kecermelangan Kebangsaan PERMATApintar telah dipindahkan ke Sektor Pengurusan PERMATA, Bahagian Pengurusan Sekolah, Kementerian Pendidikan Malaysia http://moe.gov.my/korporat/bahagian-dan-unit/bahagian-genius. Pusat ini mempunyai kurikulum tersendiri yang disusun sesuai dengan keperluan pelajar. Terdapat 3 saringan untuk mendaftar di Pusat Genius Pintar Negara.

1. Ujian IQ UKM 1(secara atas talian di sekolah/rumah masing-masing)http://pelajar.permatapintar.edu.my

2. Ujian saringan UKM 2 (secara atas talian berpusat mengikut daerah) yang meliputi ujian IQ, Matematik, Bahasa Inggeris selama 3 jam.

3. Kem Ujian UKM 3 (diadakan selama 3 hari 2 malam di UKM) yang melibatkan pembentangan kajian mini (Sains bebas), pengucapan awam Bahasa Melayu dan Bahasa Inggeris, Ujian IQ, Matematik dan Sains.

5 KELEBIHAN PUSAT GENIUS PINTAR NEGARA

Antara 5 kelebihan Pusat Genius Pintar adalah:

1. Pembelajaran Tidak Terhad Kepada Silibus SPM dan Peperiksaan Sahaja

Pelajar digalakkan untuk mencari maklumat sendiri tentang sesuatu topik luar dari buku teks sedia ada. Sebagai contoh, pelajar digalakkan untuk merujuk Campbell Biology text book (Author: Reece), Chemistry text book (Author: Raymond Chang) dan Physic text book (Author: Cutnell, John D.). Pautan Perpustakaan Tun Sri Lanang, UKM iaitu Gemilang UKM http://ukm.my/ptsl/?s=gemilang( e-journal) juga boleh diakses selain dari terus mencari maklumat atau meminjam buku di perpustakaan tersebut secara percuma. Silibus Advanced Placement (AP) ini termasuklah pendedahan terhadap penguasaan ujian Bahasa Inggeris seperti ujian MUET, TOEFL dan IELTS.

Walau bagaimana pun, terdapat juga kelas tambahan disediakan untuk skor SPM fokus kepada cara menjawab dan format soalan. Pendekatan yang dilakukan di Kolej Genius Pintar juga meliputi aspek jasmani, emosi, sosial, rohani dan intelek. Kurikulum yang padat meliputi kurikulum kebangsaan, O dan A level, Advanced Placement dan Kursus Universiti.

2. Suasana Belajar yang Membantu Pelajar Berfikiran Kritikal dan Analitikal

Setiap pelajar diwajibkan untuk melakukan penyelidikan dan membuat pembentangan di konferen. Setakat ini, terdapat 9 konferen telah berjaya dilaksanakan. Konferen yang terbaru adalah 9th International Future Scientist Conference (virtual) pada 24 hingga 25 November 2020. Setiap pelajar akan diberikan Mentor dalam kalangan pensyarah atau individu pakar untuk projek penyelidikan ini. Justeru, penekanan diberikan terhadap aktiviti akademik dan bukan akademik serta pendedahan tentang asas penyelidikan telah diberikan termasuklah subjek tambahan seperti Statistik, Kalkulus, Bahasa Jepun, Bahasa Perancis dan Logic Reasoning. Guru yang dipanggil instruktur juga bersikap terbuka dan mengajar mengikut tahap penguasaan pelajar. Sekiranya ada pelajar pada tahap tinggi, pelajar tersebut akan diraikan dengan soalan/latihan yang lebih sukar. Namun begitu, bagi norma baharu ekoran PKP ini, penyelidikan dan pembentangan dilakukan secara virtual.

3. Pelbagai Peluang di Peringkat Kebangsaan dan Antarabangsa Diberikan Kepada Pelajar

Sebagai contoh, antara pencapaian terkini oleh pelajar Kolej Genius Pintar Negara adalah seperti:

4. Pemakaian Bebas

Institusi ini berbeza dengan sekolah menengah yang lain yang diwajibkan memakai pakaian sekolah. Pelajar di sini lebih bebas dalam berpakaian dengan mengikut Etika pemakaian yang ditetapkan. Pelajar hendaklah kemas dan sopan iaitu pakaian biasa bukan uniform kecuali hari pada hari Isnin hendaklah berpakaian uniform. Pelajar juga dibenarkan untuk membawa telefon bimbit dan laptop. Mereka juga mempunyai kelas fokus kepada Etika Pemakaian dan Adab.

5. Prasarana Canggih dan Lengkap & Pilihan Aktiviti Luar yang Menarik

Antara kemudahan yang disediakan termasuklah gimnasium, padang, kolam renang, makmal komputer, perpustakaan, bilik muzik, makmal sains, kafetaria, bilik sakit, stadium dan auditorium. Keadaan kelas yang selesa (berpendingin hawa dan wifi) dan cantik. Antara pilihan aktiviti yang ada seperti kelas memanah, golf, berkuda, muzik (moden pancaragam dan tradisional angklong atau gamelan) dan persatuan seperti Bulan Sabit Merah Malaysia (BSMM) dan Kor Suksis.

Pusat Genius Pintar Negara UKM ini juga ke arah pengantarabangsaan http://malaysiagazette.com/2020/11/03/pusat-geniuspintar-negara-ukm-ke-arah-pengantarabangsaan/Anda boleh melayari untuk mengetahui lebih lanjut mengenai Kolej Genius Pintar Negara: https://www.ukm.my/geniuspintar/ Kepada mana-mana pihak yang berminat untuk mengadakan lawatan ke Kolej Genius Pintar, boleh menyediakan surat permohonan rasmi seperti yang dinyatakan di sini http://ukm.my/geniuspintar/request-to-visit-permatapintar/

Sekiranya ada ibubapa/guru yang dapat mengenalpasti anak-anak yang mempunyai kelebihan luar biasa atau potensi genius yang sepatutnya diketengahkan, diasah dan dikembangkan, galakkan atau dorongan untuk menjalani Ujian IQ dan saringan seterusnya amat wajar dilakukan supaya dapat memberikan impak yang positif pada masa akan datang. Banyak kepakaran dari alumni telah disumbangkan kepada negara kita. Lebih 1400 orang alumni telah dihasilkan sejak tahun 2011 dan kebanyakannya menyambung pelajaran di seantero dunia. Malahan, sebanyak 79% telah berada dalam pasaran kerja. Selamat Berjaya!

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5 Kelebihan Pusat GENIUS Pintar Negara - Web Pendidikan

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Adakah anda tahu apa itu genius Pintar, sebelum kita meneroka lebih jauh lagi, suka untuk saya kongsikan definisi terhadap pintar dan genius. Pintar atau genius dapat didefinisikan sebagai kemampuan intelektual semulajadi yang lain dari yang lain, kreatif, atau pencapaian di luar kotak dalam sesuatu bidang.

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KAJIAN PERPUSTAKAAN PELAJAR PINTAR CERDAS DI MALAYSIA ISU -APAKAH MEKANISME YANG DAPAT MEMBANTU KANAK-KANAK PINTAR CERDAS DAN SEJAUH MANA PEMBELAAN KE ATAS MEREKA LANGKAH MENGATASI PENGABAIAN TERHADAP KANAK-KANAK PINTAR CERDAS

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KAJIAN PERPUSTAKAAN PELAJAR PINTAR CERDAS DI MALAYSIA ISU -APAKAH MEKANISME YANG DAPAT MEMBANTU KANAK-KANAK PINTAR CERDAS DAN SEJAUH MANA PEMBELAAN KE ATAS MEREKA LANGKAH MENGATASI PENGABAIAN TERHADAP KANAK-KANAK PINTAR CERDAS

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1. Introduction

Gifted education has never been considered as one of the Malaysian educational paradigms since the independence of the nation in 1957. The Education Act 550 (1996) specifically spells out the responsibility of the Ministry of Education (MOE) to ensure the holistic development in the paradigms of pre-school, elementary, secondary, post-secondary, higher, and special education. Concomitantly, MOE will only give their support (in terms of curriculum development, infrastructure establishment, and human resources preparation) in these six mainstream educational paradigms.

However, the non-existence of gifted education policy in Malaysia (Abu Yazid & Noriah, 2016; Noriah et al., 2009; Malaysia, 1996) did not mean that the educational provision for gifted and talented learners is being totally discounted in the local system. As a matter of fact, over a period of three decades (1960s through 1990s), MOE has intermittently introduced programs for students with high academic potentials. To illustrate, the introduction of the "Express Class System" in 1962 gave such students the opportunity to accelerate their elementary education. Likewise, the introduction of Level One Assessment System in 1996 was the similar acceleration effort to shorten the elementary education of academically talented students. Nonetheless, all these transformational efforts to develop programs specifically tailored for gifted and talented students were short-lived due to factors such as lack of instructions, training, leadership, and resources. Further exertions to champion the progress of educational provision for local gifted learners were carried out mostly by researchers in public universities and non-govern- mental organizations like the National Association for Gifted Children, Malaysia (NAGCM) and the Malaysian MENSA Society.

Nonetheless, the scenario of Malaysian gifted education has been constantly revolutionized since 2006, with an initial move was set by a recommendation put forward by the Education Planning and Research Department of MOE which emphasized on the necessity to institute a special school for gifted and talented students, or at least the formation of gifted classes in the normal school system, in order to realize the nation's vision to become an industrialized country by the year 2020. The recommendation was later supported with the establishment of local gifted programs in 2009 and 2010, by the names of PERMATApintar TM and PERMATA Insan. In a recent progress, MOE has launched Malaysia Educational Development Plan 2013-2025 which outlines the nation's educational directions to be realized hopefully in the year of 2025. One of the critical directions in this plan (launched in September 2012) is to constitute a national strategy of education for gifted students. Specifically, the ministry is hoping to formulate an effective gifted education program to be implemented in all schools nationwide, and it should be done in three phases:

1) Phase 1 (2013-2015)―Identifying areas for improvement.

2) Phase 2 (2016-2020)―Piloting new gifted and talented programs.

3) Phase 3 (2021-2025)―Scaling up success.

Following the setting up of two local "laboratory" schools for gifted and talented students namely, the PERMATApintar TM College at Universiti Kebangsaan Malaysia (in 2011) and PERMATA Insan College at Universiti Sains Islam Malaysia (in 2015), the need to establish a conceptual model for gifted school program in order to support this future direction outlined by MOE has aptly become necessary. Hence, this article is going to discuss the experience of Pusat PERMATApintar TM Negara, Universiti Kebangsaan Malaysia (also known as the Malaysian National Gifted and Talented Center), in instituting its' school program in terms of comprehensive design and evaluation strategies.

2. Literature Reviews on Gifted and Talented Education Program

Shore and Delcourt (1996) suggested that any programs developed for gifted learners must have clear objectives and tailor to their specific/unique needs. Treffinger (1998) , on the other hand, proposed that the development of any gifted education programs require comprehensive services based on sound philosophical, theoretical, and empirical supports. Likewise, Purcell and Eckert (2006) recommended that educational programs for the gifted learners should be backed by "new theories, new models, more inclusive definitions of the words gifted and talented, and more sophisticated research techniques that can reveal a great deal about what constitutes best practices in gifted education" (p. 11). Consequently, gifted programs which developed based on strong theoretical and empirical foundations had been found to be effectively benefited the students in terms of their developmental growth (Davis et al., 2011; Ng & Nicholas, 2010; Goodhew, 2009; Gosfield, 2008; VanTassel-Baska, 2003; Kevin, 2005; Bernal, 2003; Smutny, 2003; Castellano & Diaz, 2002; Eyre & Lowe, 2002; Olenchak & Renzulli, 1989) .

Furthermore, Kettler (2011) postulated that three essential elements which are the arrangement of students, curriculum and instruction, and guidance and counseling must exist in any gifted programs within school environment to ensure the effectiveness of such programs. Kettler also posited that the implementation of such programs should also be backed by appropriate funding, infrastructure, technical provision, and sufficient manpower in order to enhance the objective to benefit the gifted students in school setting. In other words, the success of any programs developed for gifted learners at school must be supported by the whole educational authorities and communities including policymakers, administrators, teachers, parents, and school support personnel.

In addition, Reis (cited in Purcell & Eckert, 2006 ) suggested that a high-quality gifted education program should be determined by its' derivation of services, comprehensiveness, practicality, consistency, clarity, availability, and continuation/extension/evaluation. She also recommended a comprehensive gifted educational plan known as Comprehensive Program Design (CPD), which among all, must consider the affective needs as well as academic needs, must take into account a broad range of talents to be developed, and should describe curriculum philosophy and address grouping issues. While developing programs for gifted learners at school, Reis also encouraged the program administrators to ask six guiding questions, which will assist the administrators to assess the suitability of the developed programs with the targeted population of students. The questions are as follows:

1) Who will be served?

2) How will the students be identified?

3) What model(s) will be used to develop the program?

4) What type of services will be provided?

5) Where will such services be provided?

6) When will such services be provided?

3. PERMATApintar TM College Education Program

Taking into considerations all of the abovementioned suggestions, Pusat PERMATApintar TM Negara had designed a program with clear objectives inspired by the National Education Principle (NEP) to produce well-balanced students in terms of physical, emotional, spiritual, intellectual, and social capabilities. Moreover, the program should encompass worthy identification and curriculum strategies in order to effectively educate the students, while also promoting continuous learning process among the teachers. Hence, the objectives of the program were developed in order to:

1) Create opportunity for local gifted students to develop creative and innovative minds through differentiated learning process

2) Originate a gifted education program which integrates the national and international curriculums with high order learning process

3) Establish smart partnerships with relevant experts in order to set up a holistic model for local gifted education

In general, the PERMATApintar TM College's program incorporates all principles and requirements put forward by Kettler (2011) and Reis (XX, in Purcell & Eckert, 2006 ) in earlier discussion. In other words, the designated program not only stresses on the academic superiority of the students, but also emphasizes on the holistic development of the students as being outlined by the NEP. In order to achieve this objective, the program is designed to:

1) Be based on the Integrated Curriculum Model (ICM).

2) Use multidimensional identification strategies.

3) Integrate ability/achievement grouping, acceleration, and mentoring as curriculum development strategies.

4) Focus on teachers' support and education.

Specifically, the ICM developed by Joyce VanTassel-Baska anchors the holistic development of the program. The model is used due to the fact that it was developed for high ability or gifted and talented students (Gardner et al., 1990; VanTassel-Baska & Brown, 2007) , as well as for mix-ability students (VanTassel-Baska et al., 1998) . The model employs selected useful teaching and learning approaches to reinforce three desired dimensions of learning namely: 1) advance content, 2) high-level process and product work, and 3) intra- and interdisciplinary concept development and understanding (VanTassel-Baska, 2008) . ICM has been successfully applied in various gifted education settings (VanTassel-Baska et al., 2002; Feng et al., 2005) ; hence, it is apt to be adapted into PERMATApintar TM contextual population of gifted students. The program developed based on ICM framework is believed to allow the students to pursue activities at their own pace, to support curiosity and explorative traits of the students by promoting choices, to provide students with opportunity to plan, implement, and assess challenging activities, and to offer students opportunity to collaborate with other students who may have similar abilities. Moreover, the implementation of this ICM-based program will create positive change in the students' motivational responses, thinking patterns, and learning growth (VanTassel-Baska et al., 2000; Feng et al., 2005; VanTassel-Baska, 2010) . In PERMATApintar TM College case, the ICM's principles are blended with NEP philosophical traits in order to formulate the foundation model of the proposed gifted program.

Moreover, the program employs a multidimensional approach of students' identification to be selected into the program. Frasier et al. (1995) posit that the identification process of gifted students is very crucial in the development of any gifted programs. In tandem, Davis et al. (2011) postulated that a multidimensional approach which encompasses several identification strategies is the best strategy to select candidates for any particular gifted programs. Similarly, Brown et al. (2005) suggest that an effective gifted students' identification procedure should include multiple criteria for identification and contextual factors, whereas Purcell and Eckert (2006) recommend that a high quality identification method of gifted students should be comprehensive in nature. The identification strategies of PERMATApintar TM College's gifted education program employed all of these experts' recommendations. In principle, the screening procedure of the program involved a comprehensive evaluation of the students' results in:

1) UKM1 "uncontrolled" online test.

2) UKM2 "controlled" online test.

3) UKM3 competency-based assessment.

This 3-tier multidimensional identification strategy is targeted to tap not only the intellectual capability of the students but also other potentials of the students such as the leadership competency and sporting talents. Thus, the objective to recruit pool of well-rounded gifted students into the program should be achieved by the implementation of this identification procedure.

In terms of curriculum development, the program employed acceleration and mentoring as its' two main implementation methodologies. Research works on acceleration have found its' positive effects on gifted students' academic performance and social/emotional development (Lubinski & Benbow, 2006; Stanley, 2000; Cornell et al., 1991; Brody et al., 1990; Neihart, 2007; Tiesco, 2003) . In particular, the PERMATApintar TM College's educational program focuses on the options of grade acceleration and content acceleration. Grade acceleration is practiced in a sense that even though the age limit for entrance to the program is 16 years old, students with lower "chronological" age but demonstrate equivalent or superior "mental" age and capabilities will be given opportunity to enroll into the program. In other words, the "asynchronous" development will play a vital role in the program's identification procedure. Content acceleration, on the contrary, takes place in the forms of overall curriculum designed for the program. Specifically, the program offers an accelerated and compacted curriculum with the introduction of fast paced subjects, Advance Placement (AP) courses, and selected first-year university courses.

Mentoring, on the other hand, acts as a gifted programming strategy which employs a one-to-one role modeling relationship to motivate or inspire the students in their academic and career pursuance (Subotnik et al., 2010; Irving et al., 2003; Bisland, 2001) . Other research works in education provide evidences that effective mentoring programs have positive impacts on the protégé/mentee learning abilities, leadership skills, self-esteem, and career pathways (Noriah, 2012; Chan, 2000; Torrance, 1980) . In PERMATApintar TM College, the mentoring program focuses on the development of the students' capability to carry out academic research, whereby each of them will be paired with a particular university professor to enable them to learn and be guided in research area of their interests. In other words, each student enrolls in this program has the opportunity to work closely with academic scholars in his/her school years, which in turn will develop all their potentials as being discussed.

Another essential element of the program is the provision of teacher support and education. In any particular educational programs, the element of teachers' professional development is considered detrimental to ensure the success of the program. Little (1993) posited that professional development is one of the key principles to educational reform, whereas VanTassel-Baska and Brown (2007) perceived it as a support mechanism to improve the teachers' teaching skills. Other researchers also believed that professional development is a continuous process that is needed to enhance the teachers' practical knowledge (Campbell, 2008; Borko, 2004; Garet et al., 2001; Jan et al., 2001) . In order to achieve all of the abovementioned teachers' professional development purposes, PERMATApintar TM College's school program provides a continuous two year in-house training, in which relevant experts (locally and internationally) are consulted and engaged in order to coach the teachers particularly in the aspects of teaching pedagogy, evaluation/assessment competency, psycho-socio-emotional support system, and ability to conduct research. At the end of the two-years training program, a group of master teachers will set up a training team, in order to produce future instructors for the program.

4. PERMATApintar TM College Education Program's Evaluation Strategies

VanTassel-Baska and Brown (2007) indicated that "the use of formative and summative accountability measures to inform teachers and administrators of students' progress throughout the implementation cycle" (pg. 352) is a critical support element in implementing new curriculum in any given programs tailored for gifted population of students. Likewise, Gallagher (2006) indicated that both formative and summative assessments were equally essential in producing comprehensive evaluation for gifted programming, whereas Gibb and Simpson (2004) posited that effective assessment (both formative and summative) supports learning among students and creates positive intrinsic motivation for students to ascend in their learning passage. Taken these experts' opinions into consideration, the PERMATApintar TM College's educational program utilizes both formative and summative measures as strategies to assess the students' overall performance. Specifically, the formative assessment is done in terms of tests (pre, post, and oral) administration, evaluative reports, and other workloads (i.e. assignments, presentations, etc.). On the other hand, the summative assessment of the students' performance will take place in the form of examinations' scores that the students sit for (mid-term, final, national).

As for the overall evaluation, the integrated approach is utilized to assess the program's effectiveness. Rimm (1982) recommended that a framework for the evaluation and monitoring of a gifted program should encompass components of input (resources), process (activities), and outcome (objectives). In short, Rimm's model proposed that any decisions to be made by the decision makers on a particular gifted program should consider overall aspects of the program implementation, and also take into account feedbacks from all stakeholders (students, teachers, parents, personnel) of the program. Adapting this suggestion, the 360˚ PERMATApintar TM College's school program evaluation is designed to gather information from all stakeholders through:

1) The analysis of all administered program tests (pre, post, etc.) in order to assess the students' achievement.

2) The administration of surveys on stakeholders' (students, parents teachers, administrators) satisfaction on the program's implementation.

3) The conduct of interviews (focus group and in-depth interview) on all stakeholders to gather their views on the program's strengths and weaknesses.

These holistic and comprehensive evaluation strategies hopefully will supply the PERMATApintar TM College administration with sufficient information to assess the program effectiveness after the first five years of its implementation.

5. Discussion and Conclusion

When the Malaysian gifted and talented education program was constructed in 2009-2010, the results and responses from general public over its' implementation are expected to be positive due to two pinpointing factors. First, the growing interest of gifted and talented education in local scene for the past five years has been overwhelming. The launching of Malaysia Educational Development Plan 2013-2025 in 2012 had increased the curiosity of public community, especially parents, to learn more on this educational paradigm. Since there is no such program to be referred as a local gifted education program just yet, the inception of PERMATApintar TM College is considered timely to filling in the gap. Second, the proposed program which is developed based on the ICM framework is deemed to be successful due to several concrete findings of previous research works. For instance, Henderson (2004) suggested that the usage of ICM improves students' performance, while VanTassel-Baska (2005) revealed that ICM elevates students' motivation to learn. Moreover, ICM is believed to create positive change in attitudes among teachers (VanTassel-Baska et al., 2000) . Inevitably, ICM has been applied in a variety of educational settings and among gifted population― whereby the application of acceleration and mentoring as curriculum strategies― with huge success. To illustrate, a number of studies found positive effects of acceleration on gifted students in terms of academic performance, opportunity for early college admission, and socio-emotional development (Rinn, 2007; Lubinski & Benbow, 2006; Stanley, 2000; Cornell et al., 1991; Brulles et al., 2010) . On a similar note, studies by Noriah (2012) , Irving et al. (2003) and Chan (2000) revealed that mentoring can become an effective gifted programming strategy―to facilitate the students' academic achievement, career determination, and psycho- socio-emotional growth―provided that critical factors mentioned below were taken into consideration:

1) Objectives of the mentoring program are clarified to both mentor and protégé/mentee.

2) The matching process of mentor and protégé/mentee is meticulously done.

3) Training of roles and responsibilities is conducted for both mentor and protégé/mentee.

4) The willingness to give full commitment by all involved parties.

5) The existence of systematic monitoring process.

Concomitantly, PERMATApintar TM College education program has shown several success stories that should justify its' establishment objectives in 2011. For instance, the Sijil Pelajaran Malaysia (SPM) result of its' first three cohorts― placed at nation's top five lists for three consecutive years―has allowed them to be given the status of semi government-assisted school after four years of operation. In addition, more than 100 of its' exceptionally gifted and talented students have been furthering their studies overseas (at top universities in United States of America and United Kingdom) at the age of 16 years old, without having to go through SPM. Their placement at these top universities has proven that Malaysia does have its fair share of gifted and talented students' population. Given the right environment and support, they will shine and able to optimize their potentials to the fullest. The success in executing the program in PERMATApintar TM College, Universiti Kebangsaan Malaysia would contribute to the setting up of referral framework for gifted and talented education program to be implemented in the local educational scene. Therefore, the program could become as a local benchmark for MOE to establish relevant policies in order to comprehend the goal outlined by the Malaysian Educational Development Plan 2013-2025, as discussed earlier.

In a nutshell, the Pusat PERMATApintar TM Negara's experience in building its' own gifted and talented school program is really a dedicated journey of setting up foundation of gifted and talented education paradigm in a local scene. It is a learning experience which hopefully will uplift the status of Malaysian gifted and talented education to the same level as other developed nations. The success stories and performance achieved by PERMATApintar TM College have received numerous recognitions locally and internationally, and all these have become a benchmark to the worthy standard of the program.

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Developing Gifted and Talented Education Program: The Malaysian Experience

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The Malaysian Education Act 550 (1996) outlines six dimensions of national education system namely, the pre-school, elementary, secondary, post-secondary, higher, and special education. Thus, the other paradigms of education; for instance, gifted education, are not considered as mainstreams and do not give considerable attention towards their holistic growth.

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Education for children with special needs does include not only studies of children with disabilities, but also children who have certain advantages over normal people. Where then these advantages become obstacles for children to grow and develop in the community. Special education for gifted and talented children can help the government accelerate development. Several countries deserve to be used as models for the provision of gifted and talented education services to their citizens. This paper is a literature study of the gifted and talented in Singapore, Malaysia, and the Philippines. The indicators in this comparison are history, curriculum, and government support. The three countries serve their educational needs Gifted and talented can become models for other countries to catalyze their development.

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Education for children with special needs does include not only studies of children with disabilities, but also children who have certain advantages over normal people. Where then these advantages become obstacles for children to grow and develop in the community. Special education for gifted and talented children can help the government accelerate...

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https://www.nordangliaeducation.com/our-schools/asia/china/beijing?gclid=Cj0KCQiAkNiMBhCxARIsAIDDKNWltseNcslWMdUQD5YlUUKyAYfbl2CcoD6Z8gdKy2vMeOImctG9QsIaAlC9EALw_wcB&gclsrc=aw.ds

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Our three private schools in Beijing provide a forward-thinking, rigorous international and bilingual education that prepares your child for an exciting future.

We offer a world-leading education for children aged 1-18 years old at our international and bilingual schools across Beijing.

International or bilingual school?
Here are some points to help you decide which type of school is right for your child:

First, it depends on what type of passport your child holds:
*Our international schools are open to anyone holding an international passport (non-Chinese).
*Our bilingual schools are open to both Chinese national and international passport holders.

If your child is eligible for both, the next decision is around curriculum:
*Our international schools offer pure English and/or International Baccalaureate programmes.
*Our bilingual programme is based on the Chinese national curriculum, blended with teaching philosophies and resources that are respected all around the world.
*While Mandarin and English are taught in both types of school, our bilingual schools offer full dual language teaching.

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International Schools in Beijing | Nord Anglia Education

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Our three private schools in Beijing provide a forward-thinking, rigorous international and bilingual education that prepares your child for an exciting future. We offer a world-leading education for children aged 1-18 years old at our international and bilingual schools across Beijing. International or bilingual school?

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Gifted education (also known as gifted and talented education (GATE), talented and gifted programs (TAG), or G&T education) is a sort of education used for children who have been identified as gifted and talented.

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https://www.privateschoolreview.com/blog/schools-for-gifted-children

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It is a humbling moment for parents when they realize that their child is gifted. If we accept the definition of gifted as being something along these lines:

"A gifted person is someone who shows, or has the potential for showing, an exceptional level of performance in one or more areas of expression." .... National Association of Gifted Children

It dawns on us that we have a huge responsibility on our hands. Because you have enriched your child's learning since birth, you understandably are anxious about placing him in a school setting where both his teachers and his peers might misunderstand his giftedness. Ideally, you want him to blossom and flourish in a formal school setting; however you don't want limits placed on how fast he advances. If he decides to explore a particular subject in depth, you want him to be able to do that. If he is doing math several years ahead of his grade level, you want him to have an accelerated math program. You also want him to socialize in as normal a manner as possible. Learning how to fit in is paramount as he matures. Fortunately, you have several options available. Homeschooling, charter schools, talented and gifted programs run by your local school district, your local public school, and private schools are all possibilities into which you should look.

Start by looking for schools in the web. Ask friends and family for their recommendations. Once you have a short list of schools and programs to evaluate, call the schools. A brief telephone conversation will help you decide whether to pursue that particular school in greater depth. Don't equivocate. Ask direct questions about teaching styles and what the school teaches. A teacher of gifted children needs support from the entire school structure. She cannot operate on her own. Has the school made that kind of commitment to teaching gifted children? Be very clear about your expectations. You know full well that if you don't, your child will be unhappy.

Where you live and the programs available in your local public and private schools may limit your choices. Private schools for gifted children are typically highly specialized schools with well-qualified, experienced faculty who understand how to teach gifted children. Schools for gifted children usually base admissions on several criteria and tests, one of which is an IQ test with a minimum of 125-140 the norm. The schools will also want to interview you and your child to see if there is a good match between your needs and requirements and those of the school.

Here are some private schools which offer programs exclusively for gifted children. This list is by no means exhaustive. It should give you an idea of the variety of approaches to teaching your gifted child which are available.

As you delve into the world of differentiated instruction and all the other professional terms and definitions, don't be intimidated. All that matters is that you know that you need to find the most appropriate educational setting for your gifted child. As you visit schools and listen to the professionals' assessments of your child and weigh all the experts' opinions about what your child needs, remember that you know your child best. Use the information you gather to affirm your initial good instincts about the proper course of study. Then proceed accordingly.

Anderson Private School for the Gifted, Talented and Creative, Fort Worth, TX
Ages Served: 4-18
Programs Offered: Nontraditional describes Anderson Private School's approach. That's because gifted children benefit from nontraditional approaches to learning.

Avery Coonley School, Downers Grove, IL
Ages Served: 4-13
Programs Offered: Avery Coonley has been educating gifted children since 1906.

Eagle School, Madison, WI
Ages Served: 4-13
Programs Offered: Eagle School understand that gifted children cannot thrive without guidance and assistance, no matter how intrinsically gifted they may be.

International School of Tucson, AZ
Ages Served: 4-13
Programs Offered: International curriculum, language-immersion

Lee Academy For Gifted Education, Tampa, FL
Ages Served: 4-18
Programs Offered: Unlike many schools for gifted children, Lee Academy does not require an IQ test.

Logan School, Denver, CO
Ages Served: 4-14
Programs Offered: Logan School has been around since 1981. It offers a learning environment in which a gifted child not only thrives intellectually but also on a social and peer-to-peer level.

Long Island School For The Gifted, Huntington Station, NY
Ages Served: 4-15
Programs Offered: LISG gives new meaning to accelerated programs in that its students have finished most high school courses by the time they finish 9th grade.

Loudon School for the Gifted, Ashburn, VA
Ages Served: 11-18
Programs Offered: We are here to deliver academics in a thoughtful and engaging way.

Mirman School For Gifted Child, Los Angeles, CA
Ages Served: 5-14
Programs Offered: Learning for the gifted child takes place in a variety of ways and styles. Miriam School for the Gifted understands that and tailors its programs to each specific need.

Nysmith School for the Gifted, Herndon, VA
Ages Served: 4-14
Programs Offered: Your child will enjoy a balanced approach to stimulating his intellectual needs together with allowing him to socialize with his peers.

Odyssey School, San Mateo, CA
Ages Served: 12-14
Programs Offered:Odyssey School offers a unique program in that it only serves middle school students.

Quest Academy, Palatine, IL
Ages Served: 3-14
Programs Offered: An integral part of Quest's philosophy is character education. This complements the interdisciplinary learning in the academic program.

Realms Of Inquiry, Salt Lake City, UT
Ages Served: 4-18
Programs Offered: Gifted children are independent thinkers. Realms of Inquiry understands that trait and integrates it into its program for bright and gifted children.

Ricks Center for Gifted Children, Denver, CO
Ages Served: 5-14
Programs Offered: The Ricks Center is part of the University of Denver and as such has access to the kind of high-level teaching and coursework which gifted children relish.

Roeper City & Country School, Bloomfield Hills, MI
Ages Served: 4-18
Programs Offered: Besides the stimulation and challenging academics you expect, Roeper offers a variety of languages including Chinese and Latin.

The Schilling School For Gifted Children, Cincinnati, OH
Ages Served: 4-18
Programs Offered: Schilling is one of two schools for gifted in the country which offer kindergarten through 12th grade. The academic programs are honors level and cover a range of courses normally found at the college level.

Steppingstone School, Farmington Hills, MI
Ages Served: 4-13
Programs Offered: Steppingstone uses the Akaba curriculum of differentiated instruction.

Wayland Academy Of Framingham, Framingham, MA
Ages Served: 4-12
Programs Offered: The school offers the enriched courses and stimulating teaching gifted children need.

Questions? Contact me via Twitter. @privateschl

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Schools for Gifted Children | PrivateSchoolReview.com

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It is a humbling moment for parents when they realize that their child is gifted. If we accept the definition of gifted as being something along these lines: "A gifted person is someone who shows, or has the potential for showing, an exceptional level of performance in one or more areas of expression."